1. Improve the outcomes for all pupils in key stage 3 and key stage 4 a) Ensure that predictions for the end of Communicate message that this is a key aim key stage 4 are accurate within a Ensure common understanding of fine gratings tolerance of 3 percentage points. Maintain as a high profile item through the year Persistently question accuracy of data Hold teams and individuals accountable for accuracy Ensure data packages meet user needs Ensure accuracy applies to groups as well as headline data Keep SLT and governors updated b) Maximise good and outstanding Shift emphasis from attainment to progress progress at key stage3 and key stage 4 Introduce new A8 and P8 targets as per targets stated above. Apply as appropriate whole school targets to teams and classes Apply as appropriate whole school targets to groups Use progress measures to inform interventions Ensure accountability for interim and final outcomes Ensure data packages meet user needs Keep SLT and governors updated c) Significantly reduce gaps in outcomes Refine pupil premium action plan Tania Banks between pupil premium (PP) students Identify coherent universal, individual and bespoke actions and other students at HPS and Ensure accountability with subject and year teams nationally to half the 2015 gaps Ensure data packages meet user needs Ensure other school initiatives prioritise PP students Adapt HP Bacc to support improving outcomes for PP students Keep SLT and governors updated d) Significantly reduce gaps in outcomes SEE ACTION PLAN AT END OF THIS DOCUMENT Amanda Meier between SEN students and other Ensure clarity with roles and responsibilities students at HPS and nationally to half Ensure accountability with subject teams for SEN outcomes 1
the 2015 gaps Lead effective CPD for supporting SEN students in lessons Ensure data packages meet user needs Ensure other school initiatives support SEN students Keep SLT and governors updated e) Significantly improve literacy in all Reading is a whole school literacy focus for 2016-2017. groups at all ages Literacy coordinator reports regularly on progress CPD on cross curricular reading and developing teaching vocabulary to run throughout the year. Whole school literacy audit in autumn term. Improve collection of reading age data and use by teachers f) Maximise the number of students who Ensure Yr9 options supports current Yr9 with this objective achieve good grades and who make Introduce statistics GCSE with maths teaching from Sept 2016 good progress in a broad range of key Utilise HPS KS4 Bacc to support this objective stage 4 qualifications so that A8, P8 Identify students at risk and ensure effective interventions EBacc and 8EM targets are met Enforce an expectation where no subject is dropped Keep SLT and governors updated g) Significantly reduce subject variations Emphasise accountability extends beyond core in outcomes at key stage 3 and key Maintain high profile of widened accountability stage 4 so that outcomes for all subjects Share and enforce best practice are at least good Utilise HPS Bacc to support this objective Apply as appropriate whole school targets to teams Ensure accountability for interim and final outcomes Ensure data packages meet user needs Keep SLT and governors updated 2
2. Improve the quality of teaching, learning and assessment for all pupils a) Develop the effective use of digital Refer to separate Digital Learning Plan Michelle Prentice learning to raise achievement and enrich learning b) Develop a learning culture in which Establish growth mindset working group with a shared understanding of the learning and teaching behaviours are concept underpinned by growth mindset Identify and trial classroom, teaching and pastoral tools Review effectiveness of tools that were trialled and construct a whole school strategy Share the strategy with all staff and implement. Review effectiveness and amend as appropriate c) Embed effective oracy strategies that Embed Kagan structures in KS3 and KS4 lessons Michelle Prentice develop collaborative, independent and Embed consistent approach to group work in KS3 and KS4 lessons deep learning Develop oracy assemblies Embed through tutor time/assemblies HOY d) Ensure that assessment causes learner Ensure all understand the focus on student response to marking Michelle Prentice responses leading to more rapid progress Revise and relaunch marking policy for all students Share criteria for good and outstanding marking Ensure marking policy supports Digital Learning Ensure marking policy accommodates different subject needs Ensure provision of effective CPD to improve marking Hold teams and individuals accountable for effectiveness Ensure marking meets needs of PP, SEN and HPA students Keep SLT and governors updated e) Develop a culture in which staff are Develop effective lesson observation programme Michelle Prentice constantly seeking and finding effective Personalised programme of CPD to ensure all staff are at least good forms of continuing professional Develop voluntary CPD programme development that directly causes higher Ensure school priorities lead CPD opportunities standards of teaching 3
f) Develop devolved distributed quality assurance that ensures widespread shared understanding of teaching standards and informs effective CPD Establish CPD calendar with identified CPD activities Lesson observation protocols established and agreed Evidence base for lesson judgements understood and agreed Lesson observation cycle established, shared and agreed Numerous shared observations undertaken for moderation Numerous peer observations undertaken for CPD purposes Work scrutiny applied with same rigour and status as observations Work scrutiny criteria understood and agreed Work scrutiny cycle established, shared and agreed Michelle Prentice 4
3. Ensure high quality provision for the personal development, behaviour and welfare of all pupils in key stage 3 and key stage 4 a) Develop a whole school ethos of Ensure we start with a shared understanding of RA Joe Brooking restorative approaches RA that Develop and implement a CPD programme for the wider staff team underpins all conflict management in the school and supports an outcome of outstanding behaviour Adjust wider school policies as appropriate b) Improve uniform standards to ensure that students appearance when wearing uniform in school and out of school is exemplary c) Secure outstanding behaviour by all students so that exclusions remain below national averages and are reduced further d) Secure outstanding levels of attendance at school by students so that attendance continues to improve, and both overall absence and PA are below national averages e) Secure outstanding universal and targeted pastoral care f) Develop attachment aware and trauma informed working practices Ensure staff, students and parents are aware of expectations Ensure that all staff enforce uniform expectations Ensure sanctions are applied for non-compliance Review uniform to make high standards more enforceable Review uniform to ensure that it is fully inclusive Review and recalibrate existing behaviour policy Relaunch behaviour policy to ensure new staff can implement it Monitor variations in behaviour between groups Intervene to ensure all groups maintain outstanding behaviour Ensure accurate and timely data to monitor attendance of groups Monitor attendance of each year group Ensure that the HPS Bacc supports excellent student attendance Ensure a clearly defined role for year teams to improve attendance EWO to work closely with colleagues to ensure maximum impact Strong oversight and leadership from senior deputy headteacher Campus leaders provide day-to-day senior leadership Tutors and heads of year at the centre of pastoral provision Effective staffing structures with effective line management Develop staff understanding in daily interactions with students Use approach to support RA and growth mindset Head of Campus Joe Brooking Jim Roberts Jim Roberts Gill Hibbert 5
Ensure strategy fits with vulnerability index tools g) Develop and consolidate and outstanding programme of extracurricular enriching activities that supports the development of all students h) Ensure strong persuasive student voice and leadership i) Ensure all members of the community are safe, equally valued and respected Head of campus ensures broad extra-curricular provision Monitoring system established to record student participation Over time, records used to ensure all students participate Particular emphasis given to pupil premium participation Clear structures that effectively represent students Students have a voice on achievement, teaching and behaviour You said we did exercises regularly undertaken SAWWS, PASS and Kirkland Rowell inform policy and interventions Values promoted through PSHE and elsewhere in the curriculum Pastoral systems equally promote Hove Park values Student leadership actively supports Hove Park values Hove Park values embedded in behaviour systems SAWWS and PASS data used to support interventions and actions Head of campus Deputy head of campus Simon Paul 6
4. Improve the effectiveness of post-16 provision for all students a) Secure outstanding achievement for Deputy headteacher achievement supports head of sixth form James Miles post-16 students as per targets stated Adopt wholesale all the effective practice applied at KS4 above High quality data informs effective monitoring and intervention Shift emphasis from attainment from progress Close the gap between disadvantaged and other students Place KS5 agenda items above KS4 Level 2 achievement pushed as hard as level 3 achievement KS5 targets distributed, emphasised and understood b) Secure outstanding standards of Deputy headteacher leading teaching supports head of sixth form James Miles teaching for post-16 students Adopt wholesale all the effective practice applied at KS4 High quality data informs effective monitoring and intervention Use established team reviews system to review KS5 Develop digital learning, growth mindset and oracy Assessment causes more rapid progress for all students CPD directly causes higher standards of teaching c) Secure outstanding provision for the Senior deputy head supports head of sixth form James Miles personal development, behaviour and Develop restorative approaches (RA) welfare of post-16 students Secure outstanding levels of attendance Secure outstanding universal and targeted pastoral care Develop programme of extra-curricular enriching activities Ensure strong persuasive student voice and leadership 7
5. Ensure provision of highly effective leadership and management of Hove Park School a) Ensure that the school has an Ensure effective communication with parents and carers outstanding reputation and maximise Establish clarity on USPs to be communicated to the public enrolment to ensure that the school is Ensure that a simple positive HPS narrative is repeated oversubscribed and has a significant Ensure capacity for external marketing waiting list Consolidate relationships with schools, the press and other groups Consolidate relationship with Hove Cluster Ensure high quality experiences for primary children Ensure annual open evening is compellingly persuasive b) Ensure the continued development of Ensure effective communication with parents and carers effective communication and strong Ensure that all colleagues understand our role as servants of our community relationships with the immediate school Adopt restorative approaches grounded in the concept of cultivating a culture community of students, families and of respect staff Make our expectations clear as to what constitutes professional behaviour towards colleagues, students, families and in the wider community c) Develop and maintain a financial Ensure effective financial monitoring Jon Ashwell surplus that is sustainable and ensures Ensure effective financial controls that resources maximise student Create a culture aware of austerity and opportunity costs achievement and opportunity Lead discussions for determining difficult financial decisions Construct and implement effective budgets Ensure budgets support strategic and operational objectives d) Evaluate and amend school staffing Evaluate all staffing structures (support staff and teaching staff) structures to ensure the best possible Where appropriate, plan new structures value for money provision for students and families Implement new structures e) Develop and consolidate a curriculum at KS3, KS4 and KS5 that effectively Assess the extent to which the curriculum meets the needs of all students at all key stages Gill Hibbert 8
meets the needs of all students within the parameters and direction determined by national government f) Persistently and consistently audit all school activities to ensure that they focus on core business and make effective contribution to key outcomes g) Develop effective accountability systems that support effective performance management, quality assurance, CPD and ultimately raise achievement Review and revamp HPS Bacc to support the development of an effective curriculum at KS3 and KS4 Ensure provision of routes and courses appropriate to meet the needs of all students at KS4 Ensure provision of courses appropriate to meet the needs of level 3 students at KS5 Assess the extent of possible provision of level 2 courses at KS5 Audit all whole school involvements, projects and activities] Decide which are key to supporting core business and which should be postponed or cancelled Apply this audit mentality from top to bottom of strategic, tactical and operational thinking Centralise the personnel and agendas of line management Ensure line management agendas support core business Ensure centralized moderation of minutes / outcomes of line management Continue to clarify policy for criteria for progression Continue to work to ensure all team leaders and all teachers aware of policy Provide more training to promote open and honest dialogue Ensure strong evidence base for pay decisions Ensure review windows calendared through the academic year 9